The purpose of this Bachelor thesis is to make a comparative analysis between the content of the syllabi for the Swedish school subject bild and the Slovenian school subject art, as well as to investigate how the importance and legitimacy of the subjects are expressed in the syllabi. The thesis is using the case study as research strategy, and it is carried out with a qualitative method based on documents and content analysis. The framework for the textual content consists of the Swedish National Agency for Education, Skolverket's (2022a) latest edition of the primary school syllabus for the subject bild in grades 7-9 and the Ministry of Education, Science and Sport, Ministrstvo za šolstvo in šport (2011) latest edition of the primary school syllabus for the subjectart in grade 7-9. Through the subjects bild and art, students can acquire a visual competence that is of great value to both the individual and the open democratic society. The bild subject's syllabus has a concise language which in its structured form governs by opening for the individual's interpretation and initiative, while the art subject's syllabus has a lively and freer language which governs in detail without much opportunity for interpretation and own initiatives. The Swedish and Slovenian syllabi can be seen as representations of two different approaches to governance of education practice.